Rejecting nature -since early ages. - 1000 Words

Rejecting nature -since early ages. Good evening, welcome to the progress of poetry. Following from last weeks program ‘the eternal songs- of William Blake- tonight’s show Wordsworth’s mind on nature will interpret how: William Wordsworth represented the cultural assumptions, attitudes and ideas, through two of his most beautiful pieces daffodils and the world is too much with us, within the romantic era. The Romantics believed that the centre of change was through the ‘common man’; as to begin, begin – the Romantic revolution unfolded. The Romantic revolution began in the early 17th century and was unveiled by the idealists who began freethinking; otherwise known as the romantic poets. Through filling their paper with the†¦show more content†¦Some of Wordworths’ most endearing work related to letting nature be your teacher as he preached that nature provides the ultimate good influences of the human mind. Written in the early 1800’s ‘the world is too much with us’ by William Wordsworth shows the separation between man and nature. The title clearly indicates how the world is too overwhelming for mankind to appreciate. As man has become distressed by, time ‘late and soon’. Wordsworth is troubled as this is leading to the separation of man and nature ‘little we see in nature that is ours’. As Wordsworth angrily says that even when the sea bares her bosom to the moon and the winds howl, humanity is out of tune. The personification of the land represents the world almost as an individual itself to demonstrate how the industrialization of the world was manipulating the human mind: we have given our hearts away. Wordsworth states even a pagan would live a happier life through nature expressing that paganism may be an technique of escapism for him as it may harvest glimpses that would make me less forlorn. The enticing poetic techniques Wordswor th used throughout this Petrarchan sonnet (divided into two parts, an octave (the first eight lines of the poem) and a sestet (the final six lines) assists Wordsworth in socially outlying the separation of man and nature within his time. Daffodils, written in 1807 – preludes the distinct relationship yet again between man and nature. As theShow MoreRelatedThe Psychological Impacts Of Incarceration1339 Words   |  6 Pagesaddressed is the recognition of incarceration impacting adversely on some prisoners, while others cope relatively well with the stresses of confinement to a maximum security prison subculture. This topic will be analyzed using a quantitative approach. Since the publication of The Prison Community (Clemmer, 1940) virtually thousands of books and articles have been published on prison life and the adjustment of prisoners to their confinement. One article highlights this exact problem titled The PsychologicalRead MoreBeliefs, Morals, and Values1053 Words   |  5 Pagesnarrowed by one way of thinking. Since I grew up with religion in my family the basis that all beings are with sin when they are born has been instilled since I was child, but through the years of life my views have changed. I f eel that the nature and nurture plays an iatrical part in how one can distinguish the view points of good and/or evil. Nature from what I have come to learn over the course of time are various traits that just simply do not change with age and are established the day we wereRead MoreAn Analysis Of Anton Chekhov s The Lady With The Dog 895 Words   |  4 Pageshas had his share of bad relationship experiences. Married at a young age, this man has formed a very negative opinion of women, or as he refers to them, â€Å"the lower race†. 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There have been interpretations

Ethics Ethics And Ethics Essay - 858 Words

Salman Aldakhil. Dr. Anne Kelly Hoel. BUMGT- 235. SEC - 001 Ethics are very important factors in everyday life. They can be thought of as blueprints of life that give the directions on how you should relate with others. The success of any company or business is dependent on a variety of factors which include, its product line, the quality of its employees, the proficiency which it accomplishes its business goals and many others but it is the overall ethical workforce that determines its success. Ethics are the foundation for the success of any organization. Analysis of ethics in terms of business aims to first discuss the nature of the ethics themselves and find out how they relate to business. describes ethics as the principles of conduct governing an individual or a group. In terms of a workplace ethics can refer to standards that are used to decide conduct which also involve the question of morality. Good ethics are therefore the building blocks of a successful company. When one makes an ethical decision, he/she usually first questions wh ether he/she is going against the societies expected norms of behavior. The law is also a very important factor in ethical decision making. A decision may be legal but unethical. This is mostly because ethics or rather proper conduct varies from one ethnic group to another. What is one man’s meat being another one’s poison. In a normal communal setting, for example, a group of people may find using a certain curse word as offensiveShow MoreRelatedEthics And Ethics : Ethics922 Words   |  4 Pagesand friend group to be altered. One change I was not anticipating making was my approach to ethics. Over the course of the past fifteen weeks, my knowledge of ethics as well as my approach to ethics has changed. I have become more knowledgeable about the different approaches to ethics and have gained insight as to where I stand in my approach to ethics. 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Novel Resource for Abduction by Peg Kehret free essay sample

Novel Resource for Abduction! by: Peg Kehret |Title: abduction |Abduction! | |Author: |Peg Kehret | |Publisher: |Dutton Children’s Books | |Copyright Date: |2004 | About the Author: |Peg Kehret was born Margaret Ann Schulze in Wisconsin, moved to Minnesota when she was eight, and attended the University of Minnesota and California State | |(Interesting facts, etc) |Colleges for one year each. When she was a child, she had a bout with polio, which paralyzed her from the neck down for nine months. She married Carl | | |Kehret, adopted two children and moved to Washington State where she still lives. She published her first book in 1979 and her first children’s book in 1985| | |and has since written dozens more. She received her first Children’s Book Honor in 1986 and has received many more since. She and her husband traveled all | | |over the United States in a motor home so she could speak at schools, libraries and conferences. She is active in animal welfare causes, enjoys reading, | | |watching baseball and gymnastics, and playing with her pets and four grandchildren. |Web Address: |http://www. pegkehret. com/ | |E-Mail: |[emailprotected] net | | | | |Mailing Address: |Peg Kehret, P. O. Box 303, Wilkeson, WA 98396 | |Picture: |[pic]http://www. pegkehret. com/index. html | |Connection to the Book: |Peg Kehret recently told Contemporary Authors that she enjoys writing books that are entertaining and share her values at the same time. A recurring theme | | |she uses is that violence is never a solution and the characters in her books will use their brains to get out of trouble instead of a weapon. This is | | |evident in Abduction! when Bonnie and Matt must get away from their abductor by using a baseball. She is an animal lover and will use animals in her | | |stories. Again, the family dog, Pookie, is taken as a lure to abduct Matt. She is also a baseball fan and in the story, Bonnie finds Matt at a Mariner’s | | |baseball game. |Other books by this author: |Children’s Books | | |Winning Monologs for Young Actors: 65 Honest-to-Life Characterizations to Delight Young Actors and Audiences of All Ages | | |Deadly Stranger, Dodd | | |Encore! More Winning Monologs for Young Actors: 63 More Honest-to-Life Monologs for Teenage Boys and Girls | | |The Winner | | |Nightmare Mountain | | |Sisters, Long Ago | | |Cages | | |Acting Natural: Monologs, Dialogs, and Playlets for Teens | | |Terror at the Zoo | | |Horror at the Haunted House | | |Night of Fear | | |The Richest Kids in Town | | |Danger at the Fair | | |Dont Go Near Mrs. Tallie | | |Desert Danger | | |Cat Burglar on the Prowl | | |Bone Breath and the Vandals | | |Backstage Fright | | |Earthquake Terror | | |Screaming Eagles | | |Race to Disaster | | |Small Steps: The Year I Got Polio | | |The Ghost Followed Us Home | | |Searching for Candlestick Park | | |The Volcano Disaster | | |The Blizzard Disaster | | |Im Not Who You Think I Am | | |Shelter Dogs: Amazing Stories of Adopted Strays | | |The Flood Disaster | | |The Secret Journey | | My Brother Made Me Do It | | |Dont Tell Anyone | | |The Hideout | | |Saving Lilly | | |Five Pages a Day: A Writers Journey | | |The Stranger Next Door | | |Escaping the Giant Wave | | |Spy Cat | | |The Ghosts Grave | | |Plays | | |Cemeteries Are a Grave Matter | | |Let Him Sleep till Its Time for His Funeral | | |Spirit! | |Dracula, Darling | | |Charming Billy | | |Bicycles Built for Two (musical) | | |Adult Books | | |Wedding Vows: How to Express Your Love in Your Own Words | | |Refinishing and Restor ing Your Piano | |Annotation: | Six-year-old Matt has been abducted by a father he has never met. He has always imagined meeting his father but now he’s not so sure. Very few clues | | |have been left behind and now his mother and sister, along with law enforcement, are doing everything they can to find him. Why was he abducted? Will he | | |ever be found? | | |Peg Kehret has a way of creating suspense in her stories. She easily conveys the inner feelings and thoughts of the characters in her book in order for the | | |reader to relate to their mood and frame of mind. Each character is unique in their personality, age and concerns. She has the ability to create a story | | |about a social issue such as child abduction and present techniques that children should use to avoid such a situation. | |Book talk: |Six-year-old Matt has been abducted by a father he has never met. He has always imagined meeting his father but now he’s not so sure. Very few clues have | | |been left behind and now his mother and sister, along with law enforcement, are doing everything they can to find him. Why was he abducted? Will he ever be| | |found? | | | |Characters: |Name Age: |Relationship to other characters: |Personality traits: | | |Matt – 6 years-old |Abducted child |Knows that he shouldn’t go with strangers but is fooled into going,| | | | |misses his mother and sister | | |Bonnie – middle school age |Half sister of Matt |Cares for her brother, really thinks about how and who took him, | | | | |does whatever she can to try to find him | | |Anita Sholter – adult |Mother of Matt and Bonnie |Frantic to find Matt, still has the sense to take care of Bonnie | | |Denny Thurman |Father of Matt Liar, gambler, thinks only of himself | | |Pookie – old |Matt’s dog |Old, slow, almost blind, loves attention | | |Nancy – middle school age |Bonnie’s friend |Supports Bonnie in this hard time, tries to keep her spirits up | | |Grandma and Grandpa |Grandparents of Matt and Bonnie |Worried and upset but ready and willing to help | | |Fred and Ruth Faulkner – 70’s |Old couple who found Pookie |Dog lovers, take care of Pookie until they find out who he belongs | | | | |to | | |Detective Morrison |Detective looking for Matt |Business-like and efficient but concerned about the family dealing | | | | |with the kidnapping | |Conflict: |Matt has been abducted. Everyone is looking for him but all clues lead to a dead end until Bonnie sees a boy who looks like Matt at the Mariner’s b aseball | | |game. She decides to check him out but gets caught by Denny and is taken too. Now she and Matt must try to escape together. | Conflict Resolution: |As Denny points a gun at Bonnie, she yells out â€Å"zinger† to Matt. â€Å"Zinger† is a special word the two children use when Matt is practicing his fastest and | | |hardest pitch. Matt throws the baseball and hits Denny, which gives them time to escape while Denny is captured. | |Genre: |Contemporary Realistic Fiction | |You’ll love these: |Same genre / interest level: |Colibri by Ann Cameron | | | |Hope’s Crossing by Joan E. Goodman | | | |Lion Boy trilogy by Zizou Corder | | | |Quid Pro Quo by Vicki Grant | | |By same author: |Spy Cat | | | |Earthquake Terror | | | |Escaping the Giant Wave | | | |My Brother Made Me Do It | | | |Terror at the Zoo | | | |Searching for Candlestick Park | |Interest level / reading level:|From www. perma-bound. com: |Interest level – grades 5 – 9, Reading level – grade 4. 7 | | |From Bound to Stay Bound Catalog: |Age Range – 10 – 14 | Read-aloud pages/passage: |Chapter and page #: |Description of action: | | |Page 44, last 3 paragraphs and 1st |Matt is arguing with Denny about leaving Pookie in a park. Denny shows Matt the gun he has hidden under his shirt and Matt moves| | |paragraph on page 45 |as far away from him as he can. | | |Page 116, last 3 paragraphs |Bonnie summarizes what is happening three days after Matt was kidnapped. Her grandparents have arrived and it’s not like their | | | |usual visit. Each day is a blur as they go out to various places to hang missing posters. | |Setting: |Present day, in Seattle, Washington | |Summary: |Six-year-old Matt has been abducted by a father he has never met. He has always imagined meeting his father but now he’s not so sure since his father is | | |only using Matt in order to get money to gamble. Very few clues have been left behind and now his mother and sister, along with law enforcement, are doing | | |everything they can to find him. Luckily, Matt’s sister, Bonnie, sees him at a Mariner’s baseball game but is caught by Denny, Matt’s father. Now both Matt| | |and Bonnie are his captives and must escape. While riding on a ferry, Bonnie yells out to Matt, â€Å"zinger,† which tells Matt to throw his hardest pitch. Matt| | |is right on target and hits Denny, which allows the two to escape while Denny is apprehended. | |Point of View: |First person by various people during the book – Denny Thurman, Bonnie, Matt, Fred and Ruth Faulkner | |Themes: |Kidnapping, Crime Scene Investigation, Family Relationships | Across the Curriculum Connections: | |Subject: |Suggested Activities: |Resources: | |Kidnapping |These handouts describe ways for parents to |National Center for Missing and Exploited Children | | |protect their children as well as ways |http://www. missingkids. com/en_US/publications/NC122. pdf | | |students can act to protect themselves. |http://www. missingkids. om/en_US/public ations/NC94. pdf | | |Teachers can discuss these handouts with |http://www. missingkids. com/en_US/publications/NC01. pdf | | |students, send them home to parents, and then| | | |possibly do some role-playing with different | | | |scenarios. | |Crime Scene |Activities include fingerprinting, shoe |Susan Seagraves, teacher at Dannelly School QUEST Enrichment Center | |Investigation |prints, lip prints and handwriting analysis. |http://us. geocities. com/sseagraves/forensicscienceactivites. htm | |Activities: |Group Size |Description: | | |Whole Class |Ask a law enforcement representative to conduct a lesson on ways children can keep themselves safe and protected. Also, a chance to| | | |meet and learn about a canine unit would work well. | Discussion Questions: |Question |Type of Question (comprehension, analysis, | | | |predicting, cause/effect) | |Pre-Reading: |Why do you think the author chose the title, Abduction? What do you think this story is about? |Predicting | |Post-readi ng: |Would you have acted the same way Bonnie did? Why or why not? |Analysis | |First 1/3 of book: |What are all of the steps Denny had to go through in order to convince Matt to get into his car? Comprehension | |Second 1/3 of book: |What did Denny tell Matt to keep him from trying to escape? |Comprehension | |Last 1/3 of book: |How many clues did Bonnie and Matt leave behind? Would things have turned out differently if someone picked|Cause / Effect | | |up on the clues? In the end, whom did Bonnie and Matt have to rely on? | | |Language (spelling/vocabulary): | |Definition (found at www. dictionary. om) | | |Term | | | |paranoid |Exhibiting or characterized by extreme and irrational fear or distrust of others. | | |microfiche |A card or sheet of microfilm capable of accommodating and preserving a considerable number of pages, as of | | | |printed text, in reduced form. | |abduct |To carry off by force; kidnap. | | |premonition |A feeling of evil to come. | | |canine |An animal of the family Canidae, especially a dog. | | |custody |Guardianship over; in divorce cases it is the right to house and care for and discipline a child. | | |visitation |The right of a parent to visit a child as specified in a divorce or separation order. | |noncustodial |Not having custody of ones children after a divorce or separation. | | |debts |Something owed, such as money, goods, or services. | | |arsonist |A criminal who illegally sets fire to property. | | |ransom |Money demanded for the return of a captured person. | | |evicted |To put out (a tenant, for example) by legal process; expel. | Indiana Standards met by novel content: | | |English/Language Arts: |6. 1. 4, 6. 2. 6, 6. 2. 7, 6. 3. 2, 6. 3. 6, 6. 3. 8, 7. 1. 3, 7. 2. 4, 7. 2. 6, 7. 3. 2, 7. 3. 3, 8. 1. 3, 8. 3. 2 | |Science: |6. 2. 3, 6. 2. 5, 7. 2. 6, 8. 2. 8 | |Health: |6. 1. 1, 6. 3. 3, 6. 5. 1, 6. 5. 6, 7. 1. 1, 7. 3. 3, 7. 5. 1, 7. 5. 6, 8. 1. 1, 8. 3. 3, 8. 5. 1, 8. 5. 6 |

The Homeless Essays - Poverty, Homelessness, Humanitarian Aid

The Homeless Homelessness is a very large problem that America has come to face with. Millions of people, including children, families, babies, veterans, and the elderly live day by day without food, water, a roof over their head, or love. People that are mentally ill also have to tough it out on the streets, which can be very confusing to them, and dangerous to us. This problem must be solved soon, because it's not getting better fast enough. People have not always had to suffer with homelessness. Though the problem has almost always existed, it had not reached a severe level until the early 1970's. With every war there has been a small trickle of homeless veterans to follow, but the Vietnam war and Korean war left a wave of many people without anywhere to go. This was just the start of the problem. Many homeless people lived in places called Skid Row. A place with cheap bars, entertainment, and very cheap housing in buildings called SROs, or Single Room Occupancy. They could be rented from .50 to .90 cents a night. Then cities started to grow, and in the mid 1970s One million SROs were replaced with parking lots, buildings and apartments. Skid Row eventually vanished. Then the government decided to decriminalize drunkenness, loitering, and vagrancy. That means there were a great many homeless people that would normally be arrested under these conditions, still roaming the streets. Women and children started to f! ilter in to the homeless scene, and then in a huge recession in the 1980s 11,000,000 people were laid off (9.7% of all jobs). The numbers of homeless people soared. It didn't stop here though. President Reagan and Bush dropped public housing funds from 30 billion dollars to 6.7 billion, a net loss of 37,800 houses per year. By the beginning of the 1990s, over one million people were on waiting lists for homes. Homeless people can be categorized into four basic categories, families, lone, transient, or bums. A person in a family is usually a man and wife with one to many children living on the streets. A lone person is that who has no connection to anybody and never travels, but stays in the same general area. A transient is a person who never settles down for more than a few weeks, but keeps moving throughout cities by means of walking and hitch hiking. Within these categories are sub-categories. These sub categories are taken from a random group of 1,000 homeless people, and what their numbers would be. CATEGORYPEOPLE Families220 Lone Individuals780 Under 19146 Women229 Elderly Men17 Veterans Men188 Mentally Disabled Men125 Disabled Men28 Full Time Jobs7 Part Time Jobs27 Sporadic78 Effort173 Bum (Undeserving Homeless)49 Even the people with full time jobs are in need of permanent residence. These people live on eating scraps of food from trash cans, and possible meals from shelters on occasion, but those are usually three times a week at dinner, or some other type of schedule. People who have homes rarely think, nor can comprehend what terrible things that the homeless have to go through. They live in abandoned buildings, cars, buses, boxes, on park benches and underground. They eat bits of old fruit and meat with the mold and green sludge scrapped off. One man and his son used up their $60 of food stamps that they were giver for two months. For a week they lived on ketchup and mustard. Within three days of the condiments disappearing the boy had both his feet amputated due to frostbite. This was in New York. There are some people who still have a spark of interest in finding jobs. They look for places to work, and they try to establish an address and connections. If a homeless person is absolutely dedicated to ending his own homelessness, he will most likely find his way out. The one category that people assume all homeless fall into is the undeserving homeless, or "bums". These are usually men in their 40s or 50s who sit around all day and do nothing. They don't try and help themselves or others. They lie and cheat and honestly deserve nothing because they could never give anything if they were forced to. They make up a very small group in fact, about 4% of all homeless. Drugs are

10 Exploratory Essay Topics on the Nacirema Culture

10 Exploratory Essay Topics on the Nacirema Culture If you are tasked with writing an exploratory essay on the Nacirema culture, then your job is to ensure you have facts to substantiate the problem and solution you are defining for the audience. In order to do that well, you should review the list of facts below which might be of use to you in your writing. Remember that this list is not comprehensive by any stretch, but it will serve you well as a jumping off point for your research efforts: Nacirema is an anthropological term used to define the study of American behavior and society, and the relationship between different citizens therein. The name is actually derived from the name â€Å"American† but in reverse. The term is a neologism which has attempted to deliberately distance American anthropologists from American culture so as to afford them a more objective viewpoint into the society. The Nacirema culture is a term used in social sciences, one which is based on the 1956 American Anthropologist publication about body rituals among the Nacirema culture. This piece is a satirical piece of writing on the American culture versus â€Å"other† cultures and has been revisited in 2001 in a collection of behavioral medicine, and as revisited yet again specifically under the psychology and behavioral science collection as of 2015. In the satirical paper, the author describes a tribe located in North America about which little is known. The writing expresses information about North American groups from a distance, in spite of being written about the modern group. One of the key items noted by Miner in the documented publication on the Nacirema culture in 1956 is the idea of oral cleanliness among the group, hospital care, and an emphasis on psychiatry. In this piece of writing the Nacirema culture is described as one which has a developed market economy and one which has a rich habit among the people. The work has since become quite famous and been used as a process analysis example and in many textbooks. Among the Nacirema culture, there is a distinct difference between the various healers or medicine men or women. The system is broken down into doctors, pharmacists, as well as psychiatrists. There is a ritual of the mouth which is conducted daily, known as brushing teeth. Washington is a cultural hero and many of the people have a charm box in their home inside of which medicines are contained, known as the medicine cabinet. The use of medicines and teeth brushing are regular rituals among these people. In 1972 another paper was published in the form of a social commentary on the Nacirema culture, focusing specifically on environmental issues which derived from the automobile cult and fascination with automobiles held by the people. This new publication emphasized how the true source of the culture of America was the cars and that the cars were part of the cultural attempt to modify the environment in which they lived. It was written about the Nacirema culture that in all population centers, there are collections of the cult symbol, or the automobile. This was held in high esteem by the people. The collections are a means of reconstructing anthropologically the confidence of principle ideologies of the people. Additional study attested to the fact that the size of mobile devices, materials, and colors corresponded to different values within the Nacirema system and that the devices are used as a form of personalized climate control inside the container. The linguistic pattern of the Nacirema culture has focused on folk linguistic concepts, and on grammar. The findings have stated that while the Nacirema people claim to have only five distinct vowel sounds there are actually nine vowels each of which are phonemically distinct and distinguished based on three degrees of tongue advancement and height. This research highlighted that out of the nine, five are in fact used most commonly and these vowels form the basis of mapping and understanding the language of the people. What was further noted was that the language and the use of distinct vowels was a means to separate the Nacirema people into the caste system, such that certain caste levels used certain tongue placements or heights or specific vowels while others did not. Speech codes have been studies among the Nacirema culture, things which are compared across the middle classes along the West coast and those who live in other areas of the Nacirema regions. These speech codes were crafted in 1992 by Gerry Phillipsen. The name â€Å"Nacirema† has also appeared in the field of philosophy as the title for a fictional country where a role-playing game is set. This role playing game was designed to teach the theory of justice as fairness to undergraduate students. In this game, students are to assume the role of a Nacirema citizen during which time they have to vote on public issues and try to find a solution without forcing anyone else among the group to act or vote in such a way that is against their own will. The purpose of this game is to show students that the only way citizens can gain social fairness is really to ignore individual circumstance such as income, race, religion, or sex and instead focus on those things which impact public living. With these ten facts in mind, you can easily begin the research for your next written work. Remember that your goal in this type of assignment is really to delve into a particular facet, problem, or idea among the topic and from there propose to the reader what solutions exist for the problem and which one you think is best. In order to perform this you may use 20 topics on the Nacirema culture which perfectly suit the purpose. If you have troubles with expressing your thoughts with the help of words, make use of our writing guide on exploratory essays. If you do not agree with any of the options on the table, you can always exercise your creativity by coming up with one that you deem to be best suited to tackling the problem or mitigating the issue you have raised in your work. Visit our essay writing service if you meet with some problems in academic paper writing. References: Kimmel, M. Ritualized Homosexuality In A Nacirema Subculture.  Sexualities  9.1 (2006): 95-105. Web. Mahood, Wayne, and Lyn Rusick. Nacirema, Weans, And Bushmen: Studying Cultures.  The Social Studies  72.4 (1981): 184-187. Web. Miner, Horace. Body Ritual Among The Nacirema.  American Anthropologist  58.3 (1956): 503-507. Web. Philipsen, Gerry.  Speaking Culturally. Albany: State University of New York Press, 1992. Print. Spradley, James P, and Michael A Rynkiewich.  The Nacirema. Boston: Little, Brown, 1975. Print. Watson, D. R.  The Textual Representation Of Nacirema Culture. University of Manchester, Department of Sociology, 1992. Print. Watson, Rod.  Analysing Practical And Professional Texts. Farnham, England: Ashgate, 2009. Print.

Interview gone wrong It might be the interviewer. Here’s how to judge.

Interview gone wrong It might be the interviewer. Here’s how to judge. When you stroll out of a good interview, it can feel like you’re walking on air. When you walk out of a bad one, it can feel like you have the weight of the world on your shoulders. Usually, where you land on this spectrum can tell you how good your chances of getting the job are. But sometimes, you can have a â€Å"bad† interview without botching your chances at getting hired. The fault for a bad interview can lie not with the interviewee, but with the interviewer. Bad Interviewers versus tough interviewersWhat you need to understand is that not all businesses are pros when it comes to screening potential employees. Some have had their interview and background check policies in place for years. Others have only recently implemented processes for vetting new people and are working to refine those processes. As a result, it’s more than likely that you will run into at least one or two inexperienced or downright bad interviewers while you are on the job search.The tricky thing is knowing how to distinguish truly incompetent hiring managers from interviewers who are tough but fair. You might be inclined to dislike a tough interviewer if the interview doesn’t go the way you want it to- especially if you have been searching for a job for a while and are running low on patience. Still, knowing how to tell the bad interviewers from the tough interviewers is essential. It can tell you how you should feel about your interview, which steps you need to take to improve your interview technique, and whether you are still interested in the job. After all, a truly bad interviewer might indicate bad management or sloppy administrative organization.The symptoms of an incompetent interviewerSo how can you tell when a hiring manager is really dropping the ball? Below, we’ve listed some of the most common symptoms of bad interviewers and what they might mean for you.Unbalanced conversationsA job interview is a chance for employers to learn more a bout you and for you to learn more about the job opportunity. While interviews are often thought of as glorified QA sessions (with the interviewee giving most of the answers), there should be more back and forth than that. Some interviewers deliberately shift this balance one way or the other. Some talk a lot, rambling about their business, going off on tangents, or putting words in the mouth of the interviewee. Others are borderline silent, relying on the interviewee to drive the conversation.Both techniques can sometimes be employed to test the assertiveness of the interviewee. However, in most cases, they create awkward or combative interview situations. No applicant should be put in the position of having to interrupt their interviewer to get a word in edgewise. Similarly, no candidate should have to meander through a one-sided conversation hoping they say what their passive interviewer wants to hear.Either way, you’re probably dealing with a rude person who doesn’ t respect your time or your right to ask questions of your own. If you still want the job, you need to take control of the conversation. In a situation in which an interviewer talks too much, keep your answers to questions rolling with no pauses or openings for an interruption. In a situation in which your interviewer doesn’t talk, accept the challenge. Answer questions pointedly and concisely, retain eye contact at all times, and don’t ramble. If you finish a response and the interviewer doesn’t engage with you, take the opportunity to ask a question of your own. Even an interviewer with a good poker face won’t outright ignore a direct question.MultitaskingThe business world is busy, but not so busy that interviewers can’t give you their full attention for 20 or 30 minutes at a pre-scheduled time. If your interviewer is multitasking during your interview (e.g. checking their phone, responding to emails, taking calls, flagging down passing coworker s or subordinates, or eating lunch), that’s a huge red flag. These distractions can kill your focus, derail your answers, and keep you from getting in the groove. They also make it seem like the interviewer doesn’t care about what you’re saying.Bottom line, interviewers who multitask could be self-absorbed shmucks who think their time is more valuable than yours. If your interviewer won’t give you his or her full attention, gently ask if there is some sort of emergency going on and whether it would be better to reschedule. This query gives the interviewer the benefit of the doubt, shows your flexibility, and gives you a chance of getting a better interview later if there truly is a fire to put out.Keeping you waitingInterviewers often refuse to see candidates who arrive even five minutes late. They expect interviewees to respect their time. Every so often, though, you’ll run into an interviewer who can’t practice what they preach. Again, eme rgencies do happen, and there might be a good reason for your interview starting 10 or 15 minutes late. However, your time is valuable, too, and if an interviewer makes you wait for 20 or more minutes with no explanation or apology, then that’s probably an indicator of a bad boss.Lack of preparationPreparation is another area in which interviewers and interviewees are often judged based on different standards. As an interviewee, you are expected to know a bit about the company you are applying for and to have good questions prepared about the job. Interviewers can sometimes get away with being unprepared just because they are holding all the cards.If it seems like the interviewer hasn’t ever looked at your resume, that’s a red flag, but not a deal breaker. Interviews in which the hiring manager asks you specific questions about past work history are certainly the easiest and most welcoming. However, they aren’t necessarily standard. Interviewers often mee t with several candidates a day during the hiring process, so it makes sense than resumes could start running together.The key is not to let the interviewer’s obvious lack of preparation throw you off your game. Assume the interviewer knows nothing about you and affirm key details about skills, qualifications, past jobs, and former employers in your responses. Bring a copy of your resume to the interview. Most hiring managers print off their own copies, but it’s never a bad idea to have one you can give to the interviewer if necessary. This act shows your preparedness while also subtly jogging the interviewer’s memory.ConclusionBad interviews are going to happen from time to time. Sometimes, the blame may fall on your lap. Other times, a bad interviewer is to blame. By familiarizing yourself with the symptoms of bad interviewers, you should be able to figure out the truth of the matter. While that bit of knowledge might not change the outcome of the interview, i t can change elements of how you perform, how you feel about the experience, and how you learn from your interviews to improve in the future.About the author:Michael Klazema has been developing products for criminal background check and improving online customer experiences in the background screening industry since 2009. He is the lead author and editor for Backgroundchecks.com. He lives in Dallas, TX with his family and enjoys the rich culinary histories of various old and new world countries.

Business organization (law) Essay Example | Topics and Well Written Essays - 4250 words

Business organization (law) - Essay Example This is the very reason why the reformation of the law on limited partnership in the United Kingdom has earned many controversial comments that has brought together a chance for each particular element and parties involved in the process a hard way of completing the said task successfully. In the paper that follows, the completion of the reformation of the laws on Limited Partnership shall be examined in relation to its pros and cons and how much this particular matter affects the relationships and organizations established within the area of scope of the said law. Among the issues to be tackled herein includes the utilization of the Laws on Limited Partnership as the basis of the establishment of different organizations and agreements on the field of business and other associated connections that links people and/or groups of people sharing a particular vision towards a certain goal. It has been observed that the original released law on the said matter in the year 1890 had been rather accustomed to the past systems of application as per suggested to the guideline pursued by the said set of rules. This is practically the reason why the administration of UK realizes the need to reform the old system to be able to meet the needs of parties forming agreeable partnerships in the present system of organizations. These issues would rather be clarified in the paragraphs that follow through. The Basic Understanding of the Laws on Limited Partnership The laws on limited partnership have been released as an approved law in the UK in 1907 and 1908. It was basically presented to allow the connection of people between each other to form organizations and groups that are based on certain focus that allows the chance for every individual or any particular entity to form agreement with others become a possibility. These agreements are rather formed to establish understanding between the parties involved in the situation being considered. The understanding between the parties is the basic foundation of the creation of group that is well focused on a central goal that is noted as the main motivational force behind the existence of the said agreement form1. Through the years though, the demands of people from the systems of partnerships that they get involved with change. Understandably, the developments in the situation suggest the need for the adjustment of the primary sets of control of the operations of several partnerships in the society. How are these practical operations created and observed carefully to give better protection to the values of the parties involved The following elements of lawful recognition of the different aspects making up the major creations of rules and regulations formed as laws to protect the basic values of the parties involved in the agreement have been practically used as basis of the adjustments that needed to be assessed in connection with the creation of new

20th century human resource management Essay Example | Topics and Well Written Essays - 1750 words

20th century human resource management - Essay Example During the last quarter of the 20th Century, human resource management arrived in the UK, having originated in the US. Please identify and explain those factors that led to the rise of this concept in the UK at this time"Human resource management is one of the distinguished sub-sectors which fall under human rights. Human resource management is related to employees. Their training; recruitment, interview and selection; labor relations, performance appraisal, wage and salary administration, equal employment opportunity, occupational health and safety act, personnel records management, quality of work life. Hence it deals with every necessity of an individual employee.Human resource management is said to have been originated in America in the late fifties and early sixties by the propagation of a different view of the work-force by the organizational humanists such as Argyris and McGregor. Since then number of new approaches leading to HRM have been formulated which include human capital theory by Likeert and human resource indexing by Schuster. The major similarity between all these approaches was that in these theories human labor was treated as a major asset rather then viewing labor as a cost factor. These theories or concept were further modified in 1980's the basic modification was that the new concepts aimed at the importance of the human factor aimed at integrating the personal function into general strategic management. These concepts were used as the foundation of HRM. (Human Resource Management: An International Comparison).... While in UK the trade unions were much more powerful and membership was high, thus a vacuum was created in UK to evacuate the strong bonds between trade unions. To achieve this misconception was created that the pluralist industrial relations strategy to deliver good industrial relations or an efficient and productive industry has failed. (Contemporary Industrial Relations: A Critical Analysis) The result of this was that a new legislation was needed urgently which would be detrimental about the roles of trade unions. Thus UK policy makers deduced an approach which had the potential to replace pluralistic system; this approach was the human resource management which focused on individualism. In the 1980s UK faced recession while his competitor US was in the period of mass production and corporate organization. The reason for this was the shortcomings in managerial techniques, UK employers and mangers chose to retain their imperial and specialist markets. Thus when the Bruisers realized their mistakes they chose to adopt US standards of managing human resource. This was the time when human resource management was introduced in UK after being originated and tested by the American organizations. The private sector was the first to adopt human management resources. (Change for Competitive Success) The private sector adopted human resource management first because in the 1980,s a number of private organizations were being introduced in the UK. The governments organizations were old and well established thus they were able to compete with increase in completion very easily. While the newly developed private sector which was growing rapidly was not able to compete with the increase in competition, as not only were the private organizations evolving

Deviant Behavior Emergence Essay Example for Free

Deviant Behavior Emergence Essay Deviancy has been defined as the actual shift from a standard-norm conforming behavior towards a direct behavior alteration that is not accepted by society or viewed as unacceptable by the minor cultures. People who engage in defying acts are seen as having low self-control. They engage in many conventional behaviors, but due to low self-control, they are predisposed to committing deviancy if opportunities arise. This explanation explains all types of deviant behavior (Hunter Dantzker, 2005 p. 53). Deviant behaviors are deemed to arise out of environmental etiologies that stimulates the intrinsic character of an individual, which in the end, results to behavioral deviation. Such scenario is evident in specific events in life that most of the time due to adaptation and societal strain implicated in these deviating individuals (Holmes, Maahs Vito, 2007 p. 67). Discussion Adaptation is one of man’s greatest capacity and need in order to survive the ever-changing structure of the society. Such change causes strains through events or environmental stressors that facilitate as an alarm for adaptation to begin, which, consequently, cause deviancies (Hunter Dantzker, 2005 p. 153; Holmes, Maahs Vito, 2007 p. 77). Such causation is better explained by the theoretical angles of strain theory, which connotes the contribution of societal strain and pressure. The socio-cultural domain of every individual recognizes the absolute need to adapt to strains in order to progress to success or conditions of fulfillment (Siegel Senna, 2004 p. 14). Strain theory talks about the causation of crimes not directly because of strain but due to failure in tolerating these kinds of stimuli. They are both result of negative impregnation of environmental pressures that in the end leads the client vulnerable to breakdown (Holmes, Maahs Vito, 2007 p. 67-68). The theory suggests that a person performs acts of deviancy not because of attachments or relationships but rather because of the pressuring strain. In criminological perspective, the crime rates, according to this theory, justify the increased criminal persona in places wherein financial depression or extreme difficulties are present (Siegel Senna, 2004 p. 314). The last resort of the individuals is nothing but to commit crimes. In an example given, a person is ready to kill just to get the material possession that the person wants to acquire (Holmes, Maahs Vito, 2007 p. 67). In all cases, the behavior emerges from a sequence of structural conduciveness, structural strain, generalized beliefs, precipitating factors, mobilization for action, and the breakdown of social control. Structural strain is loosely defined as ambiguities, deprivations, conflicts, and discrepancies in social structure. If in case strain does provoke collective behavior (e. g. panic, crazes and fads) in the context of other determinants, deviant behaviors result, which involves a short-circuiting of levels of social action that gives it a crude, excessive, eccentric, or impatient quality (Snow, Soule and Kriesi, 2004 p. 50). Structural strain theory traces the origins of deviance to the tensions caused by the gap between cultural goals and the means people have to achieve these goals. In society, culture establishes goals for people; social structures provide, or fail to provide, the means for people to achieve those goals. If the means to achieve goals are out of balance, deviant behavior is the result (Andersen and Taylor, 2006 p. 174) In the United States, most people place a high value on the culturally valued goal of economic success and social mobility. Americans tend to believe that anyone can achieve success-that is, they believe that all people, regardless of the circumstances into which they are born, can achieve affluence and stature (Ferrante and Wallace, p. 37). In the case wherein, a depressed community is surrounding a person, significantly full of drug addicts and negative and influencers, a person still strives to obtain moral life in spite of community pressures and sociological influence. Let us say that this person has been given a good working opportunity as well as good family relationships, the person might still withstand the implicating strain imposed by the negative environment and progress to success (Kendall, 2006 p. 213). The driving force utilized by the individual is the positive reinforcement obtained from the home environment and/or the natural desire of the individual to succeed. It is very much justified by the state of mind involved and utilized by the individual, which provides the driving force and enables adaptation to stress (Holmes, Maahs Vito, 2007 p. 67; Kendall, 2006 p. 213). However, if the positive reinforcements break down and add up to strain, which consequently causes failure to succeed and adapt on the goals imposed, deviancy arise due to structural strain manifested in collective behaviors. Conclusion Every society presents every individual with varying stress, which involves internal and external stressors. Such conditions facilitate stress and act as the primary strain, which implicates the need for adaptation towards the implicating societal pressures. The study concludes that deviant behavioral patterns arise if such adaptive goals are not meant due to structural strain, which is evident among American society.

Setting Up A Dummy Corporation :: Get Rich Quick

How to get anything you ever wanted for free... The "system" is a series of checks and balances. It's an insiders club and unless you know the rules or are willing to break them, you'll probably never have a pot to piss in. Not.... Where does it say, we have to put up with, read about or watch on TV, the exploits of people like Donald Trump, Robin Leach or one of the "Kennedy's". Personally, I'm tired hearing about all their bullshit. Who gives a shit what Hillary or Tipper are wearing either? When people like "The Donald" make a poor business investment and can't pay their bills on time, what do they do? They renegotiate. Yep, that's right. They tell the bank "I can't pay" but I'm such a fabulous person you should renegotiate my loan. Bullshit! How fast do you think the bank would have you or me out on our ass? In record time, right? Money is power and unless you have money you're powerless right? Not... Money is an illusion. Power is an illusion. Both are projected by cunning and affluent people and organizations to get what they want. And, if they can't pay for it, they go bankrupt or renegotiate. Why should they have all that luxury and not us? Hell, I can default on a loan as well as any of them! Almost every company in America will ship you goods on credit if you project the right image, ask the right questions and have the right answers...People will kiss your ass if they think you have great wealth. The best resturants will seat you "up front" if they think "you're a player". Why not? Sounds good to me... Is this method for acquiring material things legal? Hell no! But half the shit Big Brother does to us everyday isn't legal either...Want to ride around town in a big black imported car for free? How about a brand new Pentium computer for the office? The kids want Mopeds? Nooooooo problem! Pay attention. Picking a company name... What's in a name? Business wise it could mean everything...if you want to get over. It also has a lot to do with what you want to acquire for free. Let's say you want to start a new business and need all-types of office equipment. You could call yourself "Sal's Pizzeria" but that wouldn't wash too well when you're trying to establish a $100,000 line of credit. Most credit managers will dump the application in the round file and require COD cash. Not the best choice of names. How about something like Tri-Star Industries Intl or RCA Electronics?

Repression of War Experience

Personification in Siegfried Sassoon’s â€Å"Repression of War Experience† After wartime, soldiers can suffer from not only physical injuries, but from psychological damage as well. They become victims of PTSD, or Post-Traumatic Stress Disorder, which, according to Medicinenet. com, is â€Å"an emotional illness that develops as a result of a terribly frightening, life-threatening, or otherwise highly unsafe experience. † Considering the horrors that these soldiers are witnesses to, it is no wonder that PTSD can overcome them.In Siegfried Sassoon's poem, â€Å"Repression of War Experience,† Sassoon uses personification to emphasize the psychological damage sustained by soldiers after war. In the first two lines of the poem, Sassoon starts off by painting a rather dismal picture. He begins lighting candles and pauses to watch a moth, which he then describes to the reader. He finds it ridiculous that it flies toward the candle even though it's headed right f or the flame and will end up dying. He expresses this thought by commenting on, â€Å"What silly beggars they are to blunder in, /And scorch their wings with glory, liquid flame† (lines 2-3).Of course, moths are not beggars; they are not poor citizens, but Sassoon uses personification to further develop the moth's behavior. These lines imply that moths beg for their deaths by flying toward the flame of the candle, just as soldiers beg for their deaths by signing up to fight. Moths are drawn to the flame of a candle because of the light, but do not realize that they are headed towards their death. Perhaps soldiers are attracted to war in the same way–they are tempted by the false promise of glory and honor for their country–but unknowingly march toward their own deaths as well.Sassoon links both moth and man by making such comparisons, and suggesting that both end up embracing death. Further along in the poem, and this is a very short part of the poem, indeed, Sa ssoon comments on the rain and asks, â€Å"Why won't it rain? † (line 12). Without warning as to why he does so, Sassoon changes topic and says, â€Å"Books; what a jolly company they are, /Standing so quiet and patient on their shelves† (lines 16-17). One can guess as to why he suddenly goes off about books–he cannot bear any reminders of war, and desperately tries to keep his mind occupied with the things he sees around him.The mentioning of books being a â€Å"jolly company† indicates that Sassoon is alone and perhaps has just a few objects with him in his room. It is strange to address books as though they are people or companions, as if they can carry a conversation. Sassoon then develops this unusual view further by commenting on how the books are â€Å"Dressed in dim brown, and black, and white, and green† (line 18). Perhaps this is another accidental reference to war because it hints at the soldier's camouflage-colored uniforms of green and â€Å"dim brown† but one cannot be sure.In regard to the books â€Å"standing so quiet and patient†; it is true that books can stand on their own, perhaps on a shelf or a desk, but how can they be patient? Books cannot feel anything, nor can they have opinions. This personification suggests that Sassoon's mind is slowly moving away from clear thought and logic, and that war has negatively affected his mental state. Sassoon continues comparing normal everyday sights to living things. He writes that â€Å"in the breathless air outside the house, /The garden waits for something that delays† (lines 26-27). The comment of the â€Å"breathless air† is again, strange.Air cannot be breathless because it does not breathe. Only people and animals breathe air, and without it, they will die within minutes. However, during a war, poison gas is often released into the sky, making it impossible for soldiers to breathe properly. Such attacks were especially common in Wo rld War I, which Sassoon fought in from 1914 to the end of the war in 1918. His line was most likely a reference to the poison-filled air in which no one could breathe. In the last few lines of the poem, Sassoon has failed to completely ignore thoughts of war thus far, for he says that â€Å"You'd never think there was a bloody war going on! (line 34). He abandons all attempts to repress his memories and continues his monologue about â€Å"Those whispering guns–† (line 37). Obviously, guns cannot speak, and strangely, Sassoon writes that they â€Å"whisper† rather than yell or scream.The latter would be more sensible, considering that there are no quiet gun attacks. However, the description of the hushed weapons suggests (even further) that Sassoon is haunted by his memories, perhaps every night, and can never fully forget them. He himself seems to â€Å"lose control of ugly thoughts† (mentioned in line 7, in which Sassoon pities those oldiers who cannot repress their memories) and again, seems unable to distract himself with what he sees around him, as he had done throughout the entire poem until this point. He makes the exclamation of â€Å"O Christ, I want to go out, /And screech at them to stop† (lines 37-38). At this point, Sassoon has indeed lost control of himself and wants to scream at the guns to stop firing. Guns do not fire by themselves, nor can they fight a war without soldiers pointing the guns–Sassoon would have to screech at the soldiers to stop fighting–but this personification of the weapons further emphasize the psychological damage from which he suffers.Personification is a major literary element in â€Å"Repression of War Experience,† and it lets the reader understand just how psychologically wounded Sassoon has become. His comparisons range from moths to books to guns, and he jumps from subject to subject in order to show Post-Traumatic Stress Disorder. His various personified objec ts are scattered throughout the poem, and they allow the reader to truly understand how he has suffered from his experience at war.

Good and Bad Arguments

ASSIGNMENT 1 MODULE 1 SHORT ANSWER PAPER Distinguish between good and bad arguments. Give the elements of ethical arguments. On what grounds do you distinguish between fact and mere opinion? An argument is a group of statements where one of which is supposed to be supported by the rest. The premise is the supporting statement and the conclusion is the statement being supported. Ethical arguments must have premise(s) and a conclusion and may appear in any order. Often arguments have indicator words that signal a premise or conclusion is near.There are two types of arguments, deductive and inductive and they can be valid or invalid, strong or weak, or sound or cogent. A good argument has a conclusion that is worthy and gives good reasons to accept a claim, where a bad argument fails to have a premise or conclusion or both. A true argument always has something to prove and presents good reasons to a claim. An argument is not the same thing as persuasion but if you express it correctly a nd prove something then you may be able to persuade people by reasoning and not by appealing to them via other methods.Good arguments have true premises and show its conclusion is worthy of belief, it also both must have the correct form by being either valid (having true premises that logically prove that the conclusion is also true) or strong (having premises that provide probable support for its conclusion). A bad argument proves nothing however it can still be persuasive. A bad argument can persuade someone by influencing them by any means besides reason.A bad argument has false premises that lead to false conclusions, these conclusions are called fallacies. Fallacies though wrong can be persuasive. There are nine different types of fallacies which all try to persuade by appealing to people’s emotions, using linguistic or rhetorical tricks, deception, threats, lack of evidence, using invalid citations and many other tricks. To check if a argument is bad you must learn dif ferent techniques, do research, and beware when there is conflicting evidence.To distinguish between fact and opinion in an argument you must check the form, the validity of the argument, and whether or not the premise has any truth. If something is a fact it is a statement or a claim that asserts that something is either true or false. Opinions are based on moral judgments, principles, and theories. Opinions also take into account feelings, desires, and beliefs. However in an argument both a fact and a opinion can be proven if the opinion has a good premise.

Emirates Aluminium (EMAL)

Emirates Aluminium (EMAL) Introduction Emirates Aluminium (EMAL) is a company that is based in the United Arab Emirates. The company boasts of having a state of the art factory that has enabled it to become one of the biggest aluminium smelters in the world. The company’s mission is to provide the world with high quality aluminium that can be used to serve different purposes.Advertising We will write a custom research paper sample on Emirates Aluminium (EMAL) specifically for you for only $16.05 $11/page Learn More Suggestions on how EMAL can improve its competitive advantage Competitive advantage can be defined as the benefit that a particular company has over its main competitors. Competitive advantage enables a company to increase its market presence. It also helps a company win more customers (Sanchez Heene 2010). Competitive advantage gives a company an edge over its main rivals. EMAL’s vision is to become the largest aluminium smelter in the world. The following are suggestions on how EMAL can improve its competitive advantage: Increasing efficiency The company should look for ways through which it can be able to reduce its cost of production. By reducing its cost of production, the company will be able to provide its customers with high quality products at low prices. This will enable the company to win more customers as customers are always looking for products that maximize their utility. The company should improve its infrastructure so as to be able to produce high quality goods at low prices (Keller Price 2011). EMAL should also invest in acquiring the latest smelting equipment so as to be able to reduce its cost of production. Embracing innovation The company should ensure that it embraces innovation. Embracing innovation will enable the company to come up with new and unique products. Embracing innovation will also encourage the company to come up with ways through which it can be able to improve the quality of some of its existing products. This will help the company increase the level of customer satisfaction (Singh 2008). Responding to its customers’ needs EMAL has to make sure that its customers are always satisfied. Research has shown that satisfied customers are more likely to make a repeat purchase in the future as compared to customers who are not content. It is important that the company comes up with various ways of getting feedback from its customers. The information obtained should be used to improve the quality of the companys products while ensuring that the products are also affordable (Keller Price 2011). This will provide that the company’s products are able to satisfy the needs of its customers. This will help EMAL maintain a competitive advantage over its main rivals.Advertising Looking for research paper on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Improving the quality of their goods To maintain a competitive advantage over its main rivals, the company should always ensure that it produces high quality products that meet the needs of its customers (Sanchez Heene 2010). By producing high quality products, the company will be able to increase its market presence and this will help the company attain its vision of becoming the largest aluminium smelter in the world. Conclusion Creating a competitive advantage is important because it makes sure that the company is able to yield maximum profit while increasing its market share. It also helps a company compete effectively with its rivals. To create a competitive advantage, EMAL has to improve the quality of its products, embrace innovation, respond to customers’ needs and increase efficiency level. References Keller, S., Price, C. (2011). Beyond performance how great organizations build ultimate competitive advantage. Hoboken, N.J.: Wiley. Sanchez, R., Heene, A. (2010). Enhancing competences for competitive advantage. Bin gley, UK: Emerald Group. Singh, M. (2008). Strategic management and competitive advantage. New Delhi: Global India Publications.

Dibujar Conjugation in Spanish, Translation, and Examples

Dibujar Conjugation in Spanish, Translation, and Examples The Spanish verb dibujar means to draw or to sketch. It is a regular -ar verb and follows the same conjugation pattern as other regular verbs like ayudar, tratar, and buscar. This article includes dibujar conjugations in the present, past, conditional and future indicative mood, the present and past subjunctive mood, the imperative mood, and other verb forms. Dibujar Present Indicative The conjugations of dibujar in the present indicative tense follow the pattern of other -ar regular verb conjugations. Yo dibujo I draw Yo dibujo en mi clase de arte. Tà º dibujas You draw Tà º dibujas el mapa para tu abuela. Usted/à ©l/ella dibuja You/he/she draws Ella dibuja el diseà ±o del edificio. Nosotros dibujamos We draw Nosotros dibujamos con lpices de color. Vosotros dibujis You draw Vosotros dibujis retratos muy lindos. Ustedes/ellos/ellas dibujan You/they draw Ellos dibujan figuras en la arena. Dibujar Preterite Indicative The preterite tense can be translated to English as the simple past. It is normally used to talk about events that have been completed in the past. Yo dibujà © I drew Yo dibujà © en mi clase de arte. Tà º dibujaste You drew Tà º dibujaste el mapa para tu abuela. Usted/à ©l/ella dibujà ³ You/he/she drew Ella dibujà ³ el diseà ±o del edificio. Nosotros dibujamos We drew Nosotros dibujamos con lpices de color. Vosotros dibujasteis You drew Vosotros dibujasteis retratos muy lindos. Ustedes/ellos/ellas dibujaron You/they drew Ellos dibujaron figuras en la arena. Dibujar Imperfect Indicative The imperfect tense is normally used to talk about ongoing or repeated actions in the past. It can be translated to English as was drawing or used to draw. Yo dibujaba I used to draw Yo dibujaba en mi clase de arte. Tà º dibujabas You used to draw Tà º dibujabas el mapa para tu abuela. Usted/à ©l/ella dibujaba You/he/she used to draw Ella dibujaba el diseà ±o del edificio. Nosotros dibujbamos We used to draw Nosotros dibujbamoscon lpices de color. Vosotros dibujabais You used to draw Vosotros dibujabais retratos muy lindos. Ustedes/ellos/ellas dibujaban You/they used to draw Ellos dibujaban figuras en la arena. Dibujar Future Indicative The future tense is conjugated by starting with the infinitive (dibujar) and adding the future tense endings (à ©, s, , emos, à ©is, n). It is usually translated to English as will verb. Notice that all of the future tense conjugations except nosotros have an accent mark on the last syllable. Yo dibujarà © I will draw Yo dibujarà © en mi clase de arte. Tà º dibujars You will draw Tà º dibujars el mapa para tu abuela. Usted/à ©l/ella dibujar You/he/she will draw Ella dibujar el diseà ±o del edificio. Nosotros dibujaremos We will draw Nosotros dibujaremoscon lpices de color. Vosotros dibujarà ©is You will draw Vosotros dibujarà ©is retratos muy lindos. Ustedes/ellos/ellas dibujarn You/they will draw Ellos dibujarn figuras en la arena. Dibujar Periphrastic  Future Indicative   The periphrastic future is conjugated using the present indicative conjugation of the verb ir (to go), the preposition a, and the infinitive dibujar. It is normally translated to English as going to verb. Yo voy a dibujar I am going to draw Yo voya dibujar en mi clase de arte. Tà º vasa dibujar You are going todraw Tà º vasa dibujar el mapa para tu abuela. Usted/à ©l/ella va a dibujar You/he/she is going todraw Ella vaa dibujar el diseà ±o del edificio. Nosotros vamosa dibujar We are going todraw Nosotros vamosa dibujar con lpices de color. Vosotros vaisa dibujar You are going todraw Vosotros vaisa dibujar retratos muy lindos. Ustedes/ellos/ellas vana dibujar You/they are going todraw Ellos vana dibujar figuras en la arena. Dibujar Present Progressive/Gerund Form The gerund or present participle is normally used as an adverb or to form progressive tenses like the present progressive, which is usually formed with the auxiliary verb estar. Present Progressive ofDibujar est dibujando Is drawing Ella est dibujando el diseà ±o del edificio. Dibujar Past Participle The past participle is normally used as an adjective or to form perfect tenses like the present perfect, which uses the auxiliary verb haber. Present Perfect of Dibujar ha dibujado Has drawn Ella ha dibujado el diseà ±o del edificio. Dibujar Conditional Indicative The conditional tense is normally used when discussing possibilities. It is usually translated to English as would verb. Notice that all of the conjugations of the conditional have an accent mark on the last à ­. Yo dibujarà ­a I would draw Yo dibujarà ­a en mi clase de arte si tuviera ms tiempo. Tà º dibujarà ­as You would draw Tà º dibujarà ­as el mapa para tu abuela si necesitara direcciones. Usted/à ©l/ella dibujarà ­a You/he/she would draw Ella dibujarà ­a el diseà ±o del edificio si fuera arquitecta. Nosotros dibujarà ­amos We would draw Nosotros dibujarà ­amoscon lpices de color, pero solo tenemos marcadores. Vosotros dibujarà ­ais You would draw Vosotros dibujarà ­ais retratos muy lindos si fuerais artistas. Ustedes/ellos/ellas dibujarà ­an You/they would draw Ellos dibujarà ­an figuras en la arena, pero no se quieren ensuciar. Dibujar Present Subjunctive The present subjunctive is used when a sentence has two clauses and it expresses emotion, desire, doubt, possibilities, or other subjective situations. Que yo dibuje That I draw La maestra quiere que yo dibuje en la clase de arte. Que tà º dibujes That you draw Mam pide que tà º dibujes el mapa para tu abuela. Que usted/à ©l/ella dibuje That you/he/she draw La ingeniera pide que ella dibuje el diseà ±o del edificio. Que nosotros dibujemos That we draw Las instrucciones piden que nosotros dibujemos con lpices de color. Que vosotros dibujà ©is That you draw El cliente espera que vosotros dibujà ©is retratos muy lindos. Que ustedes/ellos/ellas dibujen That you/they draw Los nià ±os quieren que ellos dibujen figuras en la arena. Dibujar Imperfect Subjunctive The imperfect subjunctive can be conjugated in two different ways. The tables below show both options. Option 1 Que yo dibujara That I drew La maestra querà ­a que yo dibujara en la clase de arte. Que tà º dibujaras That you drew Mam pedà ­a que tà º dibujaras el mapa para tu abuela. Que usted/à ©l/ella dibujara That you/he/she drew La ingeniera pedà ­a que ella dibujara el diseà ±o del edificio. Que nosotros dibujramos That we drew Las instrucciones pedà ­an que nosotros dibujramoscon lpices de color. Que vosotros dibujarais That you drew El cliente esperaba que vosotros dibujarais retratos muy lindos. Que ustedes/ellos/ellas dibujaran That you/they drew Los nià ±os querà ­an que ellos dibujaran figuras en la arena. Option 2 Que yo dibujase That I drew La maestra querà ­a que yo dibujase en la clase de arte. Que tà º dibujases That you drew Mam pedà ­a que tà º dibujases el mapa para tu abuela. Que usted/à ©l/ella dibujase That you/he/she drew La ingeniera pedà ­a que ella dibujase el diseà ±o del edificio. Que nosotros dibujsemos That we drew Las instrucciones pedà ­an que nosotros dibujsemoscon lpices de color. Que vosotros dibujaseis That you drew El cliente esperaba que vosotros dibujaseis retratos muy lindos. Que ustedes/ellos/ellas dibujasen That you/they drew Los nià ±os querà ­an que ellos dibujasen figuras en la arena. Dibujar Imperative The imperative mood is necessary when giving orders or commands. There are both positive and negative commands, shown in the tables below. Positive Commands Tà º dibuja Draw!  ¡Dibuja el mapa para tu abuela! Usted dibuje Draw!  ¡Dibuje el diseà ±o del edificio! Nosotros dibujemos Let's draw!  ¡Dibujemos con lpices de color! Vosotros dibujad Draw!  ¡Dibujad retratos muy lindos! Ustedes dibujen Draw!  ¡Dibujen figuras en la arena! Negative Commands Tà º no dibujes Don't draw!  ¡No dibujes el mapa para tu abuela! Usted no dibuje Don't draw!  ¡No dibuje el diseà ±o del edificio! Nosotros no dibujemos Let's not draw!  ¡No dibujemos con lpices de color! Vosotros no dibujà ©is Don't draw!  ¡No dibujà ©is retratos muy lindos! Ustedes no dibujen Don't draw!  ¡No dibujen figuras en la arena!

The Life of Leonardo Da Vinci Essay Example | Topics and Well Written Essays - 1250 words

The Life of Leonardo Da Vinci - Essay Example These characterizations of Leonardo that originated in Vasari's Lives held particular significance for modern art. In the nineteenth-century atmosphere in which artists' training was based on the emulation of masters, Leonardo offered an alternative to the traditions represented by Raphael and Michelangelo particularly because he united art with science. From birth, Vasari's Leonardo is set apart from other artists, divinely endowed with supernatural gifts of beauty, grace, and talent; this last quality is evident in his mastery of all subjects he considered, made possible by his "mind of regal boldness and magnanimous daring" (Vasari 366). His wide-ranging intellect is a mixed blessing, a key to his success and to his undoing. Leonardo "would without doubt have made great progress in learning and knowledge of the sciences, had he not been so versatile and changeful, but the instability of his character caused him to undertake many things which having commenced he afterwards abandone d" (Vasari 366-367). Leonardo made rapid progress in arithmetic, though he confounded his teacher "by the perpetual doubts he started, and by the difficulty of the questions he proposed" (Vasari 367). A gifted musician, he improvised verses and music for the lute. "But, though dividing his attention among pursuits so varied, he never abandoned his drawing, and employed himself much in works of relief, that being the occupation which attracted him more than any other (Vasari 368)." His success in Verrocchio's workshop was based on his intelligence, especially his knowledge of geometry, a necessary skill for a painter. Ultimately, Vasari notes, the artist's abilities as a painter surpassed those of his master (Vasari 371). His talents were never limited to painting, though "as he had resolved to make painting his profession, he gave the larger portion of time to drawing from nature" (Vasari 368). Leonardo sketched architectural plans and designed entire buildings. He designed water-po wered mills, machines, and engines, and was the first to suggest that, by transforming the river Arno, a canal could link Pisa with Florence (Vasari 368). Leonardo, "frequently occupied with the construction of models and the preparation of designs for the removal or the perforation of mountains," also showed how to raise or draw great weights through levers, cranes, and screws (Vasari 369). He designed methods to clean and maintain ports and havens, and to obtain water from great depths. "From speculations of this kind he never gave himself rest," recording them on the pages of his notebooks (Vasari 369). Not all of his projects had such immediately recognizable application, however; he "wasted not a little time" intertwining cords like those he assembled to form the emblem of his academy (Vasari 369). Mental powers contributed to Leonardo's social and artistic success. "His memory also was always so ready and so efficient in the service of his intellect, that in discourse he won a ll men by his reasonings, and confounded every antagonist, however powerful, by the force of his arguments" (Vasari 368). He was so charismatic that, with a model or a drawing, Leonardo could convince a listener of the impossible. With his scheme for raising the Florentine

Human-Resource Management Interview Assignment Example | Topics and Well Written Essays - 1500 words - 2

Human-Resource Management Interview - Assignment Example   Rao (2009) defines a group as a team of members who influence one another towards the accomplishment of organizational objectives. A group comprises of a smaller number of people equipped with complementary skills and committed to the common purpose, performance goals, and the approaches that they hold themselves mutually accountable (Chiarini, 2012). Groups are highly effective in the marketing department, just as they are in other departments of organizations. The first step in understanding the functionality of groups in human-resource management requires interviewing a person who holds a leadership position in an organization, especially in the marketing department. The Interviewee The name of the person interviewed is Harrison. Harrison is an overall marketing manager of the leading banking organization in Europe. Harrison holds a Master of Business Administration from Harvard University. The company hired Harrison in the year 2003; he has ten years experience in the company , but fifteen years in the marketing department.  Ã‚  Harrison’s Experience with Utilizing Groups Harrison has used groups two times during his time as a marketing manager. Harrison was first involved in developing a marketing group, where he headed the formation process. The stages of team development that Harrison oversaw included forming, storming, norming and performing. Forming involved orienting and acquainting with the team members, which was characterized by uncertainties and stress (Chiarini, 2012). The primary role of Harrison in this stage was to recognize that team members were struggling to adjust to their new functions and the environment. Harrison had to remain tolerant of lengthy interactions probing team specifics, facilitating role clarity and emphasizing the need for customer focus. The stage of storming involved encouraging open discussion, developing interpersonal competence and urging group members to arrive at agreements that will help the group to ac hieve its objectives. Norming was another critical stage where Harrison was involved in encouraging the group towards developing team norms and values, and the process of determining unacceptable behaviors that are significant for the future productivity of the organization (Rao, 2009). The last stage of group development was performed, which involved recognizing the accomplishments of the group and the desired behavior of the team to ensure sustainability and continuance of the team for an unforeseeable future. The second time that Harrison involved himself with groups was when hired to evaluate group performance.  Ã‚  

7 pages Assignment Example | Topics and Well Written Essays - 750 words

7 pages - Assignment Example If people buy a lot of drinks or many tickets are sold, the players’ salary increases. If there are only a few people who buy the tickets or the drinks, the players’ salary decreases. Q.1. When there is underutilization, a country uses fewer resources than those that it can use. The production possibilities frontier is that line on the production possibilities graph which indicates the maximum possible output. Q. 2. The Product Possibilities Curve abbreviated as PPC shows the optimum production level hat economies can attain. For example, if a person compare the main level of production for an economy, with the actual curve, it is possible to determine the economy’s efficiency. Q. 3. Opportunity cost is demonstrated when making a comparison between data on different points on the production possibilities frontier. When the production of an element goes up, the curve on the PPC shows the production curve decreasing. Q. 4. If there is a decrease it does not mean that the production possibilities for farm’s output have decreased. If the decrease in farms was higher than the production possibility then the farm output would increase and vice versa. Q. 6. Certain events such as natural disasters for example, floods and hurricanes are likely to move the PPC down and to the left because there would be a reduction of productivity in the economy since most businesses in operation. Q. 6. Repairing a leaking roof and paying the night security guard are fixed costs because the payment does not change despite the events surrounding the expenses. Cotton, food and electricity at the mill are variable because they always change. Q. 3. Regulations affect the output decisions of producers because it may make it too expensive or cheaper. For example, companies will not continue to supply if the regulations support the expensive

Self awareness in persons with brain injury

Self awareness in persons with brain injury Acquired brain injury (ABI) is a major medical issue which can affect anyone regardless of class, race, ethnicity, gender, or age. It can be defined as damage to the brain, which occurs after birth and is not related to a congenital or a degenerative disease. These impairments may be temporary or permanent and cause partial functional disability or psychosocial maladjustment (Brain Injury Association, 2009). People who have sustained an acquired brain injury are not easily pinpointed in society due to the lack of external symptomology, and therefore ABI is usually referred to as the hidden disability. This title, named accordingly, is due to the extensive damage to their cognitive and social functioning and less to do with their physical appearance, which in many cases remained unchanged. So what causes ABI, and who can be affected by it? This type of injury can occur due to a series of incidents, and anyone can be affected by it. Some possible incidents include a road traffic accident, a fall, an assault, a stroke which causes damage to the brain, complications during brain surgery, tumours, viral infections, or lack of oxygen to the brain (a possible result of a heart attack, hypoxia, or anoxia). ABI can be split into two types traumatic and non-traumatic. A traumatic brain injury can occur due to a closed or open injury. The more common type, closed injury, occurs when the brain is bounced around in the skull due to a blow to the head, such as the impact from a road traffic accident. What this impact results in is damage to the brain tissue. An open injury, on the other hand, occurs when an object such as a bullet, fractures the skull and enters the brain (Headway, 2009). This type of injury is less common and usually damages a specific part of the brain, therefor e resulting in specific problems. The other type, non-traumatic injury, is simply one that does not occur as a result of a trauma, such as a stroke or a tumour. Prevalence of ABI is unknown within Ireland, however Headway (2009), an Irish organisation specialising in brain injury rehabilitation, accumulated ABI data from various countries and applied this to an Irish population in order to estimate the prevalence. With this information they suggested that between 9,000 and 11,000 people sustain a traumatic brain injury each year in Ireland. They estimated that there are approximately 30,000 people in Ireland between the ages of 16-65 with long term problems following trauma to the brain, and that the 15-29 year old group are three times more likely to sustain a brain injury than any other group. Another Irish study, OBrien Phillips (1994), recorded individual patient details for all head injury admissions to the Neurosurgical Unit at Beaumont Hospital, Dublin. They estimated a prevalence of head injury among patients in Ireland to be approximately 13,441 per year, which is just slightly higher than Headways (2009) estimation. Results from t he 225 patients they studied portrayed that road traffic accidents accounted for 48% of injuries sustained (the largest proportion), and falls accounted for 36%. The researchers also found that between 1987 and 1993 there were 3,154 people killed and 64,971 injured on Irish roads. Alcohol consumption prior to the injury was also found in 31% of cases. In a larger study, Tagliaferri et al. (2006) attempted to locate the prevalence rate of brain injury, this time in Europe. They claimed that the absence of prevalence data hampers the full assessment of medical treatment and rehabilitation needs (p. 265) and that prevalence studies in Europe are essential, and should be undertaken extensively. With this in mind they suggest that brain injury patients will increase by 775,500 each year in the EU, and that 6,246,400 people are alive with some degree of TBI [traumatic brain injury] (p. 260). Thus we can conclude from these studies that Ireland has a prevalence rate of ABI from about 9,000 to 13,5000, a slight impingement upon Europes figures, but a worryingly high statistic for Ireland alone. There are three levels of brain injury, which indicate the severity of the neurological injury mild, moderate, and severe brain injury. To qualify for a mild brain injury, one must score between 13 15 on the Glascow Coma Scale, which records the conscious state of a person. This type of brain injury can occur due to a brief loss of consciousness, and the patient may present himself or herself as confused, and suffering from a concussion. Symptoms that occur within this severity of brain injury are predominantly headaches, fatigue, irritability, sensitivity to noise or light, balance and memory problems, nausea, decreased speed of thinking, depression, and mood swings. A moderate traumatic brain injury can be diagnosed when the patient scores a 9 12 on the Glascow Coma Scale. This injury occurs when there is a loss of consciousness that lasts from a few minutes to a few hours, and confusion lasts from days to weeks. Patients in this category usually make a good recovery with treatm ent. The last level of brain injury is severe brain injury, and this occurs when there is a prolonged unconscious state or coma that lasts days, weeks, or months. This category can be categorized into subgroups of coma, vegetative state, persistent vegetative state, minimally responsive state, akinetic mutism, and locked-in syndrome. (Brain Injury Association, 2009). There are many changes and consequences that affect a person after they have suffered from an acquired brain injury, whether mild, moderate, or severe. These changes may be temporary, improving in time, or permanent, dictating the way they live the rest of their lives. Not only do the changes affect the victim, but they also affect the victims support system (i.e. their surrounding family and community). Each brain injury is unique and subject to change, and depending on the severity of the injury, a patient will witness cognitive changes shifts in the ability to think and learn, affecting memory, concentration, flexibility, communication, insight, and responses. Physical changes will also be apparent in the form of fatigue, headaches, chronic pain, visual and hearing problems, and sexual function. Behavioural changes may include impulsivity, irritability, inappropriate behaviour, self-centredness, depression, lack of initiative, and sexual behaviour. Challenging Behaviour As stated earlier, most people who have a head injury are left with a change in the form of their emotional or behavioural pattern. This is inevitable as the brain is the seat and control centre of all our emotions and behaviour (Powell, 1994, p.96). With this in mind, challenging behaviour alone has become synonymous with ABI as one of the main behavioural deficits that occur following injury. The literature of ABI has accentuated that challenging behaviour presents the most significant behavioural disturbance within this diagnosis, and can pose serious problems for their recovery, their family, and also their community. Kelly et al. (2008) provided evidence that challenging behaviours have often been associated with risks such as family disintegration, loss of accommodation, reduced access to rehabilitation or community facilities and legal charges (p.457). Results of their study indicated that 94% of the patients they studied showed broad behavioural disturbance, with 60% engaging in four or more behaviour problems (p.463). However, due to convergent opinions on what constitutes a challenging behaviour, defining such behaviour has become difficult. However, Headway Ireland (2009) have made one such attempt to define challenging behaviour: any behaviour, or lack of behaviour of such intensity, frequency and/or duration that has the potential to cause distress or harm to clients/carers/staff or one which creates feelings of discomfort, powerlessness, frustration, fear or anxiety. It is also behaviour, which delays or limits access to ordinary community facilities and is outside socially acceptable norms. As mentioned earlier, types of behavioural problems that may occur following an acquired brain injury include agitation, depression, anxiety, self-centredness, withdrawal, physical aggression, increased/decreased libido, impulsivity, self harm, restlessness, paranoia, and many others. As each brain injury is unique, some patients may suffer with some symptoms, whereas others may not. Each person is entirely unique, with severities and symptoms being completely individual. So why exactly do patients suffering from an ABI present with challenging behaviours? Powell (1994) suggests that there seems to be four main reasons why these challenging behaviours exist: (a) direct neurological damage; (b) exaggeration of previous personality; (c) the stresses of adjustment; and (d) the environment the person lives in (p.97). With regards to direct neurological damage, the challenging behaviour results directly from the damage done to the certain area of the brain. Many of the challenging behaviours stem from damage done to the frontal lobes, which are important for the regulation of emotions, motivation, sexual libido, self-control and self-awareness. Following a brain injury, the patients existing personality traits, tendencies, and problems may be exaggerated, it is as if the controls or brakes which modify and regulate the personality have been loosened, and traits and mannerisms become distorted and exaggerated (p.97). It is highly important for the professio nals working along side the patient to be aware of the patients previous personality when attempting to understand their challenging behaviour. Thirdly, stress of adjustment can also be a major contributor to the challenging behaviour that persists in patients with ABI. Finding out that one can no longer do the simple things in life anymore, such as play their favourite sport or instrument, can be extremely frustrating and stressful for the patient. It is more likely that under these extreme conditions of stress that one would become more angry and irritable, and become more preoccupied with their problems than before. Finally, the social and physical environment can also contribute to the onset of behavioural problems. The social environment relates to the natural supports surrounding the patient such as family, friends, neighbours, and professional staff, whereas the physical environment depicts the patients setting, whether its an institutional setting or a family home. Taking in to consideration both the social and physical environment, if the person suffering from ABI is not understood, and communication and support is poor, then their behaviour is likely to deteriorate as a result. It is crucial for the patient to be in the correct environment to reap the best opportunities possible. How others respond to the challenging behaviour of a person with an ABI plays a crucial role in the rehabilitation process, as well as the quality of life of family and friends surrounding the patient. Of concern is the setting in which the patient is located these behaviours can endure and worsen over time, particularly in unstructured settings where there is often little control over the environmental contingencies that govern behaviour (Kelly et al., 2006). Alderman (2001) has stated how behaviour modification programmes can create profound changes within the neurorehabilitation setting. There exists an amalgamation of research conducted in this area with some very mentionable results. Watson et al. (2000) conducted a case study on patient, JH, who had sustained a brain injury as a result of a gunshot wound, and developed severe behavioural problems. A differential reinforcement of low rates of responding (DRL) intervention was devised for 85 weeks, which allowed JH the opportunity to gain stars at the end of the day if he had absolved from aggressive behaviour to a created limit. This treatment resulted in JHs level of Clopixol being reduced from three times a day, down to two without any side effects on his challenging behaviour. DRL has demonstrated the effectiveness in reducing both the frequency and severity of aggressive behaviour 10 years after a very severe TBI had been sustained (p.1011). Other studies stress different approaches to treatment of challenging behaviours, such as remedial behaviour therapy approaches, or Rothwell et al. (1999) who suggest the main emphasis in treating challenging behaviours should be upon behavioural assessment as it engenders an empathic understanding of what is often offensive behaviour, which helps reduce the stress experienced by the people affected by the behaviour and leads to respectful, individualized and holistic interventions (p.530). Self-Awareness As mentioned earlier, challenging behaviour is synonymous with ABI, however deficits in self-awareness have also been well established in the literature to be evident in patients with brain injury. Impaired self-awareness poses great challenges for rehabilitation, and also for the safety of the patient suffering from the ABI. Self-awareness can be defined as the capacity to perceive the self in relatively objective terms while maintaining a sense of subjectivity (Prigtano Schacter, 1991, p. 13). The ability to think subjectively and objectively of ourselves, and to adjust our behaviours accordingly, are abilities that are often overlooked, but are none-the-less crucial for daily living, and integration into society. These skills are commonly impaired following a brain injury, as both are constructs associated with executive functions and related to frontal-executive systems dysfunction (Goverover et al. 2007, p. 913). Oddy et al. (1985) undertook a study in a bid to portray the implications of a decreased level of self-awareness (specifically behavioural limitations) after traumatic brain injury. The researchers asked patients and their surrounding families to describe the behavioural problems that prevailed seven years following the brain injuries occurrence. The results noted that patients tended to underestimate their problems in comparison to their families reports. For example, 53% of patients noted that memory problems were the most common long term difficulty, whereas 79% of the families noted memory problems as significant sequelae. Also, patients failed to report two problems that the families reported. 40% of the families noted that the patient behaved in a much more childlike manner, and also that the patients refused to admit to their difficulties. This study brought to light the issue of self-awareness impairment. We have so far spoken of self awareness deficits and its prevalence within people who have ABI, but what exactly are the implications of such a deficit? It is widely suggested that an increased impairment of self-awareness is associated with increased problems in most other areas of the patients life. For example, Larn et al. (1998) studied that ABI patients with poor self-awareness show less compliance and participation during treatment in rehabilitation. Malec Degiorgio (2002) found that ABI patients with decreased level of self-awareness are considerably more at risk of being referred for more intensive rehabilitation. Malec et al. (2000) found that such patients require longer lengths of stay in rehabilitation; Sherer et al. (2003) found that patients are more likely to be associated with a poorer functional status at time of discharge from rehabilitation. Ezrachi et al. (1991) found that deficits in a patients level of self-awareness is foretelling of a low rate of return to em ployment following a brain injury. And finally, Ergh et al. (2002) found that a high level of impairment of self-awareness with the ABI patient is reflective of higher distress among caregivers (as cited in High, 2005). With regards to treatment of impaired self-awareness in individuals with ABI, there is a vast range of methods which have been studied. Crosson et al. (1989) have shown that group therapy programmes can be beneficial in increasing intellectual awareness. Zhou et al. (1996) studied three adult males who were trained in knowledge of ABI residuals using a game format to present training information (p. 1). Results suggested that all participants increased their knowledge relating to areas of behaviour, emotion, cognition, communication, physical, and sensory residuals. Many studies have exemplified the role of observation and feedback to improve individuals level of self-awareness. For example, Schlund (1999) undertook a case study of a 21-year-old male who was a TBI survivor and was 5 years post-injury. Results of this study showed that report-performance measurement, feedback and review, positively altered the patients awareness deficit. However, observation and feedback are not witho ut its faults as Bieman-Copland Dywan (2000) point out. Their study suggested that direct feedback becomes confrontational and can lead to agitation among patients with severe brain injury. This study highlights the need for each treatment to be individualised to ensure the best possible outcomes of treatment. Fleming et al. (2006) evaluated the usefulness of an individualised occupation-based approach for participants dealing with ABI, specifically with regards to the level of self-awareness and emotional status. The unique focus of the program was the use of meaningful occupations to provide the individuals with experiential feedback of their current level of ability through the use of self-monitoring and supportive therapist feedback (p. 51). The results supported the use of this type of therapy in increasing self-awareness, and that occupational performance may be highly important in increasing the self-awareness of people with ABI. Finally, Goverover et al. (2007) conducted a randomised controlled study on the self-awareness treatment model, stipulated upon Toglia and Kirks model (2000). Their study provided evidence for experiencing different tasks and everyday activities for enhancing self-awareness and self-regulation. Although treatment of impaired self-awareness is crucial for the patients full recovery, it has been studied that increasing the level of self-awareness in ABI patients can also have some negative consequences. Fleming Strong (1995) suggested that the belief that increased self-awareness is essential for positive outcomes in rehabilitation and needs to undergo further investigation, as a literature review suggests that the development of self-awareness can be associated with emotional distress in the individual (p. 55). This study further exemplifies the necessity to create individual treatment plans when in rehabilitation. Interventions With technology constantly advancing in the medical sector, it is evident that sustaining a brain injury no longer suggests a death sentence. With this in consideration, the emphasis has shifted towards rehabilitation of those who have sustained such an injury in order to help them attain the best quality of life possible. Many interventions have been conducted and researched for improving self-awareness, and also for managing challenging behaviours, which directly improve the life of the patient. There are limited studies focusing on the effectiveness of interventions in reducing self-awareness deficits, and whether these interventions contribute to positive outcomes in rehabilitation. However, in a literature review, Lucas Fleming (2005) suggest that interventions in self-awareness can be broken into two categories restorative/facilitatory, or compensatory. Within the restorative/facilitatory category, education, direct feedback, and experiential feedback [are] the most frequently recommended (p.163), with others such as behavioural therapy, psychotherapy and rating of task performance also being recommended. Education relates to ensuring the patient understands his or her injury and the impairments that this injury brings. This can be delivered through a variety of ways such as group therapy, visual aids, and support groups. Direct feedback following a task performance can be used to facilitate intellectual, emergency, and anticipatory awareness (p.164), whereas experient ial feedback allows the patient to go through difficulty in a real-life situation and is useful in emergent and anticipatory awareness (p.164). Compensatory strategies then As noted earlier, challenging behaviours and problematic social interaction have been liked to individuals with brain injury, which result in an amelioration of difficulties in areas such as family life, integration into the community and employment, to name but a few. Applied Behaviour Analysis (ABA) works with environmental stimuli that impede on the challenging behaviour, and it is behavioral [sic] research in the field of brain injury rehabilitation [that] is an effective means of identifying techniques for reducing challenging behaviours and improving adaptive skills (Selznick Gurdin, Huber Cochran, 2005, p.15). This research is extensive and incorporates many different behavioural interventions, all of which have been proven to be successful. Within schools and residential programs, intervention procedures have been undertaken to reduce challenging behaviours that disrupt academic behaviour. Feeney Ylvisaker (1995) incorporated antecedent treatment using graphic organizers, curing, plan-do-review routines, and inclusion of the participant in decision-making. This treatment reduced the intensity and frequency of aggressive behaviour evident in three males with TBI. Gardner, Bird, Maguire, Carrario, Abenaim (2003) also reduced challenging behaviours using antecedent control procedures, however their success was due to interspersal and fading techniques. Selznick Savage (2000) examined self-monitoring methods for individuals who had sustained a brain injury. These methods proved to be effective for increasing attending, academic responding, and task accuracy as well as for improving social skills with individuals with behaviour disorders, mental retardation, and learning disabilities (p.243 ). This study found that on-tas k behaviour increased to 89 100% for three boys with brain injury when these self monitoring procedures were undertaken. Consequence-based interventions have also been studied extensively in this area and prove to have significant positive results. Peck, Potoczny-Gray, and Luiselli (1999) used instructional motor activities when a 15 year old boy with ABI showed signs of stereotypy in the classroom. This intervention reduced stereotypy and maintained its reduction when treatment was faded. Within the rehabilitation area, there has been extensive research depicting behavioural procedures that reduce challenging behaviour. Hegel (1988) implemented a token economy system to an 18 year old boy with a brain injury during therapy session in order to reduce his disruptive vocalizations and his noncompliance. As a result of the token economy system, his vocalizations decreased and his achieved goals increased. On a similar note, Silver et al. (1994) used a monetary reward system on a 12 year old girl with an anoxic brain injury. This was incorporated in a bid to improve her performance of morning tasks. She was reinforced with one penny for each step that she correctly completed. Reinforcement was gradually faded, and by the end of the intervention her verbal cues and physical assistance had decreased by 70 92%. Differential reinforcement of alternative behaviour (DRA) has also been proven to be successful in reducing challenging behaviour. Slifer et al. (1993) used this tech nique with extinction, response cost, and a token economy, to reduce disruptive behaviour. In most cases, DRA reduced disruptive behaviour and also increased compliance. From examining these studies, it suggests that various reinforcement procedures may facilitate more efficient therapeutic goal attainment and subsequent home and community reintegration (Gurdin et al. 2005, p.12). Purpose of current study The purpose of the current study was to investigate the prevalence of self-awareness and challenging behaviours in persons with acquired brain injury, intervention types, and success ratings. This study will incorporate a sample of Irish patients who have ABI, which is presently absence in the research conducted to date. It will also provide information on what intervention types are most regularly used among persons with ABI, and the success ratings of such intervention types.